Contents introduction 3 chapter I. Basic approaches to learning language material in linguistic 5

The purpose of the course work: Importance teaching English in Uzbekistan and augmentation of teachers qualification in teacher communication. Gain general and functional knowledge about discourse competence.
Tasks of the course work:

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  Provide information about discourse competence;
  
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  Description of activities in learning languages;
  
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  Revealing communicative features;
  
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  Determining the role of teacher in teaching English as a second language;
  

The subject of the study. In the course work, linguists are analyzed from different points of view, object properties and their essence and understanding are revealed.
Research methods: analysis and synthesis, generalization, comparison.
Practical importance of course work. We hope that this coursework will give students
The structure of the course work. The coursework consists of an introduction, two chapters, a conclusion and a list of used literature.
Keywords: Foreign language teaching; foreign language learning; language awareness; interlanguage; interference; positive transfer.

CHAPTER I. BASIC APPROACHES TO LEARNING LANGUAGE MATERIAL IN LINGUISTIC

1.1. The role of teacher in education

The teacher’s role in the classroom is that of an architect or facilitator (Lee & Van Patten, 2003). It is their responsibility to not only plan, organize, and conduct lessons that encourage interaction, but also to create a classroom environment that is conducive to learning. A teacher can affect the mood of a classroom, allowing for new and original thought, and inspire students to question and investigate ideas, thoughts, and beliefs. As learning a language takes a lot of time (Garrett, 2006), it is a teacher’s role to help students get as much meaningful practice as possible inside the classroom. INSIGHT Journal of Applied Research in Education, Vol. 24, No. 1, 2019 232 The teacher, as the architect, designs detailed lesson plans based on a specific communicative language goal or “terminal objective” (Brown, 2001, p. 150). Objectives are specific knowledge or skills that students should master by the end of the lesson or unit (Hamayan, Genesee, & Cloud, 2013). This ultimate goal or objective should be contextualized as a real-life situation or problem. In his article, Brown discusses the formation of a lesson plan. Each day should have “an overall purpose or goal” that students should be able “to accomplish by the end of the class period” (p. 149). In planning to help students reach this terminal objective, teachers use “enabling objectives” (p. 150). These “are interim steps that build upon each other and lead to a terminal objective” (p. 150). It is the teacher’s task to design activities to help students meet the enabling objectives. Thus, the specific language skills and knowledge needed to meet the ultimate goal for the unit or lesson should be determined ahead of time (Hamayan, Genesee, & Cloud, 2013). Then, the teacher can plan activities that focus on using the new words and grammar principles needed to build their language skills so that they can eventually reach the terminal objective or communicative goal, through the smaller activities that help them complete the enabling objectives. When students reach the terminal objective, the teacher can then measure their language progress and abilities (Brown, 2001). Thinking about lesson planning in this way encourages the teacher to analyze the overall objective and what parts of the language students need to reach the terminal goal. As students work through the enabling objectives, they gain the language skills they need to fulfill the terminal objective. This has been a successful approach for teachers because it helps them to be more organized in their lesson planning. Instead of just picking a topic they would discuss in class, they must critically think about the end goal of the class and what language tools their students need to reach that goal. At the end of the lesson, it also gives them a chance to look back and assess whether their students are able to perform the overall objective. In coming up with these activities, it is important to use TBAs that allow students to do these activities through communication in small groups, with partners, or as a class. Brown says that smaller objectives are needed to reach the overall goal of the lesson, and TBAs are an effective way to help students achieve these smaller objectives because as each TBA builds on the previous one, students should gain the needed skills to meet the communicative goal for the lesson. The teacher must carefully plan each activity to focus around that lesson’s communicative goal (Lee & Van Patten, 2003), which should be a skill that students will use in real-life communication outside of the classroom. Planning activities that allow students to practice the language in a contextualized situation is a challenging job for a teacher. According to Folse (2006), teachers must not only be able to point out the grammar rules of the L2, but must know how to “construct a lesson around an important language component…” (p. 23). Besides knowing the structural rules, teachers need to be able to plan lessons that help students practice using these rules. After the teacher recognizes which grammar rule(s) and patterns are needed to fulfil the goal for the lesson, it is important that the teacher The Role of the Teacher in Teaching English as a Second Language with special reference … 233 provides activities that help the students learn how to use these new rule(s) and patterns in a communicative context (Ballman, Gasparro, & Mandell, 2001. In addition to recognizing the need for grammar rule(s), teachers must also pick end goals and enabling objectives that are achievable. While planning and structuring in class activities, teachers should remember that the goal is for students to be in an environment “in which [they] are stimulated, engaged in activities that are appropriate to their age, interests, and cultural backgrounds, and, most importantly, where students can experience success” (Lightbown, Spada, Ranta, & Rand, 2006, p. 185). Folse (2006) claims teachers who focus on oral communication should be able “to choose a topic, narrow it down to a more specific subtopic, and then select or design the right kind of task” (p. 27). Designing subtopics about a broader topic, and then specific daily tasks and activities about these subtopics, will increase students’ abilities to communicate freely outside the classroom about the topic with which they have been practicing. If too much information is given, or the information is not wellfocused, students can become confused or frustrated. Giving students a free topic discussion will not benefit them nearly as much as engineering a specific topic to discuss (Yoon & Kim, 2012). It is important for teachers to carefully plan and execute organized lessons on specific subjects (Lee & Van Patten, 2003). Even though planning is a critical part of the role of the teacher, sometimes “good decisions are those that are appropriate to the moment, not ones which ‘follow the plan’” (Walsh, 2006, p. 19). As a teacher, it is important to be prepared with a plan, but teachers should also be flexible to adapt plans and change course if the students are showing signs of misunderstanding, boredom, or frustration. One of “the principal [ways] that teachers can influence learners’ motivation is by making the classroom a supportive environment” (Lightbown, Spada, Ranta, & Rand, 2006, p. 185). Planning, organizing, and facilitating effective TBAs for a class is an important role of a teacher, but being able to create an atmosphere that is comfortable and conducive to learning is also essential.